we reimagine the way learning happens.
People are at the center of everything we do. With empathy for the learner as our launching pad, we support faculty to bring their expertise together with what inspires, excites and engages their learners. This partnership is key to creating authentic experiences that advance learner success.
We call this Purposeful Learning Design.
Nothing else compares for evolving learning.
Learning is about people. Primarily the learners and instructors engaged in the experiences and elements that serve desired outcomes. It's learning design that creates a meaningful, engaging, and fully inclusive community-building experience.
Brett Christie, PhD
How purposeful are your
- Do you meet learner expectations?
- Are you fully driving learner success?
- Are your stakeholders aligned in their understanding of quality learning?
It’s amazing what can happen when partnerships are dedicated to advancing learner success.See what our great clients are saying
WHAT’S ON OUR MINDS.
We’re always learning, wondering and sharing. Here’s what we’re thinking about lately.
Learn While Doing: Course Innovations in Real Time
Published By Brett Christie, PhD
on Mar 30, 2021
We recently learned there are approximately 20,000 learning designers in the US compared to over 1,500,000 faculty creating online courses.
Additionally, a study we conducted last summer with 475 higher ed faculty revealed:
Nearly half were simply mirroring their face-to-face instruction, Only 22% were designing their courses differently for online, More than 40% had never taught online or had only taught online for one to two terms.
But here’s an even more startling fact: faculty were spending nearly 49 hours prepping an online course for the first time. Converting an existing course for online? Twenty-three hours.
Right Now, External Partners Might Be Higher Ed’s Greatest Ally
Published By Joana Jebsen
on Mar 09, 2021
A recent Hechinger report raised the alarm on the increasing amount of OPM contracts secured in 2020. While there seems to be great concern over the cost and number of these contracts, there also seems to be a lack of correlation between this increase and the pandemic. Have we all forgotten the sudden shift to online learning every university across the nation had to make? Whatever online learning institutions had in place at the time, if any, had to be scaled on a massive level.
Propel: Driving Learner Success Through Purposeful Instructor Support
Published By Carrie O'Donnell
on Mar 05, 2021
In a study we conducted last summer with nearly 500 higher education faculty, we learned most were spending 49 hours prepping new online courses prior to the start of the semester. For existing courses, 23 hours per course. And fine tuning content throughout the term? Eight hours per week. This is in addition to teaching, not to mention other duties like research and service.
However, we also learned that while most were confident in their ability to teach online, 42% have little experience and nearly half were attempting to mirror their face-to-face teaching in the online environment. Both of these factors are strong indicators of not understanding the intentionality involved in developing and delivering effective online courses.
As we move beyond emergency remote instruction towards improving the online learning experience, how do we ask faculty to do even more preparation? The reality is, we shouldn’t. Instead we should purposefully support instructors to help them more effectively and efficiently develop their online courses.